Principals’ views on teachers’ professional development

Nabhani, Mona; Nicolas, Maureen O'Day; Bahous, Rima

doi:10.1080/19415257.2013.803999

Cited by 13 publications

(10 citation statements)

References 25 publications

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“…On the basis that the reform view did not explicitly emerge from their perceived meaning of PD, it is assumed that the teachers in the research region lack orientation on and exposure to the recent development in educational literature on what constitutes effective PD. This finding, however, is not surprising given that even in some other contexts, teachers view PD as a process of skill acquisition (Alibakhshi & Dehvari, 2015) and consider and possibly experience external PD as the only learning opportunity (Cole, 2005;Nabhani et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

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Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Nawab

2020

Sage Open

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Professional development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials, and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.

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Section: Resultsmentioning

confidence: 99%

“…The contextual realities, on the contrary, influence the perceptions of stakeholders on PD. For example, previous studies revealed that teachers view PD as a process of skill acquisition (Alibakhshi & Dehvari, 2015) and consider and possibly experience external PD as the only learning opportunity (Cole, 2005;Nabhani et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Nawab

2020

Sage Open

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“…This applies too to the Lebanese research market where not much research has been done on the educational consultants and teachers' perceptions of their PD needs. According to Nabhani, Nicolas and Bahous (2013), several studies in Lebanon found that PD programs have not been tailored to meet the increasing number of challenges. For example, teachers still "lag behind in their knowledge and skills in technology as a tool to communicate with and promote students' academic knowledge; a tool that has become principal in how young people learn" (p. 2).…”

Section: The Studysmentioning

confidence: 99%

Exploring the Differences Between Educational Consultant’s and Teachers’ Perceptions on Teachers’ Needs of Professional Development

Wehbe¹

2019

JEL

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The study aims to investigate whether there is a discrepancy between educational consultants and teachers’ perceptions on teachers’ needs of professional development. The study also intends to answer the following research question: Is there a discrepancy between the perceptions of educational consultants and teachers of teachers’ needs in professional development? Moreover, two sub research questions were addressed: How do teachers perceive their needs for PD? How do educational consultants prepare for PD sessions/programs? The participants of the study are twenty pre/lower elementary school teachers and one educational consultant in Beirut. The methodology used to conduct the study was mixed-methods: a qualitative analysis was conducted for the consultant’s interview questions and a quantitative analysis for the teachers’ questionnaire. Results showed slight differences between the perceptions of teachers on PD and that of the consultant.

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“…These open doors might be willful or obligatory, individual or community, and formal or casual (Desimone, 2011). Nabhania and Bahous (2014) dis-tinguish a few implanted models of expert advancement that have been appeared to improve showing rehearses: activity examine/request, organizing, training systems, and self-observing/self-reflection. Inspecting these systems and their conceivable effect on instructor improvement and change are a beneficial chairman try as these increasingly contemporary cycles of expert advancement are viewed as an incredible component for educator development and advancement.…”

Section: Professional Developmentmentioning

confidence: 99%

Untitled

2018

GPESSR

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This research work was intended to analyze the role of public and private teacher training institutions in developing professional attitude among the enrolled candidates. Key objective of the study was to analyze the professional attitude level of both sector's professionals and to point out the dominant sector on the basis of performance. Sample was selected by purposive sampling techniques and data was collected through questionnaire. Gomal University was selected as a public sector teacher training institution and Sarhad University was selected as private sector teacher training institution. Further enrolled students were selected as trainee professionals. Collected data was analyzed through SPSS and conclusion was drawn. The researcher concluded that both sector public and private are working purposively to develop professional attitude among professionals of health and physical education. Furthermore the results also indicated that that public sector organization is more efficient as compare to private sector.

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Principals’ views on teachers’ professional development

Cited by 13 publications

References 25 publications

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Perceptions of the Key Stakeholders on Professional Development of Teachers in Rural Pakistan

Exploring the Differences Between Educational Consultant’s and Teachers’ Perceptions on Teachers’ Needs of Professional Development

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